| ORIGINAL ARTICLE |
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| Year : 2020 | Volume
: 25
| Issue : 1 | Page : 40-46 |
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The effect of peer education on knowledge, comprehension, and knowledge application of patients regarding chemotherapy complications
Leila Heydarzadeh1, Leyla Alilu1, Hossein Habibzadeh1, Javad RasouIi2
1 Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia, Iran
2 Department of Biostatistics and Epidemiology, Faculty of Medicine, Urmia University of Medical Sciences, Urmia, Iran
Correspondence Address:
Dr. Leyla Alilu
Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Urmia University of Medical Sciences, Urmia
Iran
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/ijnmr.IJNMR_69_19
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Background: The aim of the present study was to determine the effect of peer education on the level of knowledge, comprehension, and knowledge application of patients regarding chemotherapy complications. Materials and Methods: This study was performed on 80 patients with cancer undergoing chemotherapy in 2018. The participants were selected through convenience sampling and randomly allocated to the two groups of control and intervention (40 participants per group). Before the intervention, the participants in both groups completed a demographic characteristics form and the Educational Needs Assessment Questionnaires. Then, the peer education intervention was designed based on the educational needs of the patients regarding chemotherapy complications for the intervention group. Peer education was performed face-to-face and individually during two chemotherapy sessions. The questionnaires were re-administered to both groups 2 weeks after the end of the second chemotherapy session and data analysis was performed using independent t-test, Chi-square. Results: The means of knowledge (t78 = 19.74, p < 0.001), comprehension (t78 = 17.27, p < 0.001), and knowledge application (t78 = 14.84, p < 0.001) were significantly increased after peer education in the intervention group compared to the control group. The difference in the means of knowledge (t39 = 17.40, p < 0.001), comprehension (t39= -18.53, p < 0.001), and knowledge application (t39= -13.94, p < 0.001) after peer education, compared to before the intervention, was significant in the intervention group. Conclusions: Peer education can lead to increased level of knowledge, comprehension, and knowledge application of patients in terms of chemotherapy complications.
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